I have been on vacation in California this week, playing with deer, ground squirrels, sea otters, sea lions, harbor seals, pelicans, sparrows, sheep, dogs, cats, persimmons, pomegranates, oak trees, poplars, and other assorted flora and fauna. It also means I haven’t been feeding and tending to this blog as much as I would like. So, to hold you over until I am back into my usual swing of things, I am providing a link to a collection of 10 TED talks on Creativity.
Why TED?
I like to think of TED talks as little mental snacks, so this smattering of talks about creativity, both as a blessing and a curse, when it flows and when it doesn’t, and what you can do about it if anything, are a great collection of videos for you to snack on.
Why creativity?
Because I see creativity as merely a facet of play, so any research or discussion of creativity is also beneficial for talking about play. People need creativity in order to play. Creativity is also a key element to a playful space. Writers and artists often need specific environments to create (or at least think they do). And, for some reason, I find it’s easier for academics and business types to talk about creativity than play, when in many regards they are talking about the same thing. You say tom-A-to, I say tom-au-to…
Playground doesn’t need to be fancy to be effective (Photo credit: Wikipedia)
As we head back into the academic school year, a lot of people are focused on education and making sure students get the best possible opportunity to learn and thrive. Here’s one easy way to support that: give them space and time for play!
Numerous academic studies [sources stored in a weird place, will update soon] on school-aged kids have demonstrated that recess time is valuable for learning and aids in the overall learning process. But I think it can be more powerful to hear how valuable it is from someone who actually lives with the results of life with more or less recess; the teachers.
Apart from being a fun activity, it is widely recognised that play is one of the most important ways in which brain development occurs in children.
Sadly, in some schools valuable recess and lunch time has been reduced in favour of more rigorous academic pursuit within the classroom. In other schools, running or ball games have been banned due to a perceived high injury risk factor.
As many families now choose structured and adult-directed play activities after school or on weekends, the school playground becomes one of a few outlets where children can engage in free outdoor play with their peers. More than 28 hours a week, often spent solitarily, are devoted to computers, mobile phones, television and other electronic devices. Considering that as much as 25 per cent of time spent at school is playground time, we need to rethink the benefits of play at school.
Conversely, a lack of play can result in challenging behaviour and negative performances in the classroom, according to an American educational psychologist, Anthony Pellegrini.
Also, playgrounds that lack play stimuli become spaces where children often wander around aimlessly, become frustrated and bully other children. Not many schools can afford expensive playground equipment, but the good news is that this is not needed anyway.
Professor Anita Bundy, from the Faculty of Health Sciences at Sydney University, has launched a large-scale study involving 12 primary schools in NSW, introducing simple, recycled play resources during recess, with outstanding results. This included crates, car tyres, foam pool noodles, plastic barrels, tarpaulins, foam cubes and other open-ended materials that lend themselves to creative, imaginary play.
Not only do children become physically more active, they also hone important social skills, build resilience and are encouraged to think creatively.
The entire Op-Ed is very strongly written and makes a great case for play, and it’s great to hear it from the teacher’s standpoint, so please read it and share. And be sure to support play time in school, whether it’s by voting, volunteering, donating red rubber balls, or whatever you can do.
Friday’s Google doodle honoring Maria Montessori’s 142nd birthday.
Have you noticed Google’s doodle for today yet? It is in honor of Maria Montessori, founder of the Montessori style of learning, which focuses on open-ended, free-form learning, which involves a lot of play. From PC Magazine:
Google on Friday honored Italian physician and educator Maria Montessori with a homepage doodle celebrating her 142nd birth anniversary.
The drawing features some of the tools that form the basis of Montessori’s educational methods, which emphasize hands-on, individualized learning within mixed age groups in a child-friendly setting.
After working in insane asylums with mentally handicapped children, in 1904 she began re-engineering the field of children’s education. She believed that all children have an inner drive to learn, and that children learn best when in a safe, hands-on learning environment.
Montessori also found that children help teach each other when put into groups with other kids of their own age range. She believed that teachers should pay close attention to students, not the other way around.
Her early efforts were so successful that she amassed a large following of parents and teachers who wanted to learn her methods. She later gained support from Thomas Edison, Helen Keller, and Alexander Graham Bell, who founded the Montessori Educational Association, headquartered in Washington D.C.
Thanks Google for showcasing a great woman who was a pioneer in creating more playful and therefore better learning environments for kids.
Hope everyone has a great looong weekend before school starts up for a lot of people (appropriate timing to honor Montessori, eh?), filled with lots of learning, exploration, and playful environments.
Kids don’t need a mountain of toys to stay entertained; in fact fewer turns out to be better (Photo credit: red5standingby)
I came across an interesting commentary from the Telegraph in the UK anecdotally supporting a new study that claims it only costs 6 pounds (about $10) to keep kids entertained.
A study by child development experts has concluded that the average family forks out £10,000 on toys and gadgets before their offspring turns 18. That’s a potential £20,000 on my two girls – cue a Munchian scream of Lebensangst.
Psychologists say that despite this casual largesse, youngsters are better off with colouring pencils and embroidery threads than computer consoles. While it might be hard to convince a surly 13 year-old that modelling clay and beads are more fun than a Wii, I couldn’t agree more. Are beads as thrilling as shooting baddies or crashing aeroplanes? Hardly, but it’s all about the social interaction, stupid.
It’s a rare and lovely feeling to be vindicated as a parent, so forgive me if I bask. You see, I am usually regarded (especially by my husband) as a bit of a skinflint who is too tight to buy the big one a Nintendo DS and the wee one, well, pretty much anything.
If my youngest asks for an ice lolly, we make them with apple juice. If they’re bored, I give them each a tray and send them outdoors to make a garden.
To the casual observer, this makes me a sickeningly virtuous hands-on mother. But it is merely the happy by-product of the fact that I am mean-fisted when it comes to frivolous expenditure. It goes against my grain to throw money at the children just to keep them amused and out of my hair. It feels wrong, and, worse, it feels lazy.
The truth that all parents know, deep down, is that what kids really crave is attention, not stuff. Stuff is a pretty good, if pricey opiate, but it never quite satiates, hence the ongoing clamour for more of it, except faster and louder to excite pleasure centres inured by computer-generated over-stimulation.
Lots of parents have the old joke that at Christmas their kids spend more time playing with the box a toy came in than the toy itself. Now research is finding this to be more true than we realized.
It’s nice to hear that even in an age when children of younger generations appear to use advanced devices and technology as if it were second nature, nothing beats some old fashioned string and beads, or sticks and mud, for a good time. It can take a little bit more creativity on the parent’s end, but that can be a good thing, AND it also encourages more creativity and problem-solving in the child.
My personal favorites were pieces of wood and nails, and just hammering them together into odd art shapes, or just nailing them onto a tree. What were your favorite tools and environments for play when you were a kid? Let me know in the comments below.
Trees are important for childhood development (Photo credit: @Doug88888)
As I head off on my latest grand adventure (a road-trip across Washington State), I will be driving through some fairly pristine landscapes; prairies, desert, forests, river basins. I love experiencing natural environments, even if it’s only from my car window. I find it rejuvenating and relaxing, more than a 90-minute massage! And enough research is coming out these days that finds I am not alone in my need for green spaces. So these two articles that were recently published seemed very timely for me. I know a lot of people wonder, “what does saving trees have anything to do with play?” Well, in a word, LOTS!
From conception through early childhood, brain architecture is particularly malleable and influenced by environment and relationships with primary caregivers, including toxic stress caused by abuse or chronic neglect. By interfering with healthy brain development, such stress can undermine the cognitive skills and health of a child, leading to learning difficulty and behavior problems, as well as psychological and behavior problems, heart disease, obesity, diabetes and other physical ailments later in life.
A growing body of primarily correlative evidence suggests that, even in the densest urban neighborhoods, negative stress, obesity and other health problems are reduced and psychological and physical health improved when children and adults experience more nature in their everyday lives. These studies suggest that nearby nature can also stimulate learning abilities and reduce the symptoms of attention deficit hyperactivity disorder, and we know that therapies using gardening or animal companions do improve psychological health. We also know that parks with the richest biodiversity appear to have a positive impact on psychological well-being and social bonding among humans.
While we can’t say with certainty that these influences play a direct role in early brain development, it’s fair to suggest that the presence of nature can soften the blow of toxic stress in early childhood and throughout our lives. It’s understandable that researchers have yet to explore the natural world’s impact on brain development because the topic itself is rather new. Also, scientists have a hard time coming up with an agreed-upon definition of nature – or of life itself.
He’s right that we can directly link the two, but we do have research that demonstrates all of the following:
play is good for you
stress is bad for you
less stress = more play
more nature = less stress
more nature = more play
The environment you grow up in as a kid leads to permanent learned behaviors as an adult.
So there is a STROOOONG correlation to more exposure to nature as a kid leading to a less stressed, healthier, more playful brain.
Fortunately or unfortunately, there are now calls out to step up preserving natural forests, with some researchers claiming deforestation poses more of a threat to the planet’s health than global warming:
Bill Laurance, a professor at James Cook University in Cairns, Australia, studied 60 protected areas in tropical regions around the world and is the lead author of an article that will be published in tomorrow’s issue of Nature.
Tropical forests are the most diverse ecosystems on Earth, and failing to maintain them may drive more species to extinction, he said. To serve as a sanctuary for wildlife, the areas must also be protected from nearby development and other activities in adjacent lands that will have impact on designated preserves.
Protecting nature is important for our own health, as well as our children and grandchildren. Remember to be thankful for nature this weekend, and maybe even give a tree a hug; it’s playful and gets you closer to nature, literally.
Babies are born social scientists. (Photo credit: Wikipedia)
Happy Friday! I read this article in the New York Times about Dr. Liz Spelke, at Harvard University, who studies the neuroscience of babies.
Dr. Spelke is a pioneer in the use of the infant gaze as a key to the infant mind — that is, identifying the inherent expectations of babies as young as a week or two by measuring how long they stare at a scene in which those presumptions are upended or unmet.
While the article primarily focused on what we can glean from babies about human cognition and knowledge, I couldn’t help but pick up on the author’s observations that the main thing the baby test subjects want to do, and the main thing that is enriching to them, is engage with the people around them (and how enriching it is for the grown-ups involved too):
The 15-pound research subject … tracked conversations, stared at newcomers and burned off adult corneas with the brilliance of her smile. Dr. Spelke, who first came to prominence by delineating how infants learn about objects, numbers, the lay of the land, shook her head in self-mocking astonishment.
“Why did it take me 30 years to start studying this?” she said. “All this time I’ve been giving infants objects to hold, or spinning them around in a room to see how they navigate, when what they really wanted to do was engage with other people!”
Babies are born with a desire to learn and engage in their world. They are pretty helpless, and so the only thing they have to defend themselves, as well as learn, is to engage with others and beg for help. As soon as they figure out who’s safe, they look for more people like that:
Katherine D. Kinzler, now of the University of Chicago, and Kristin Shutts, now at the University of Wisconsin, have found that infants just a few weeks old show a clear liking for people who use speech patterns the babies have already been exposed to, and that includes the regional accents, twangs, and R’s or lack thereof. And in guiding early social leanings, accent trumps race.
But, babies are also fascinated with the unknown, and will stare at new concepts and objects for much longer than the known items and individuals.
To me the really interesting thing is that what most interests the baby subjects is getting to know the researchers. As grown-ups we don’t have to lose that sense of wonder. Many people grow up to be researchers (like Dr. Spelke). We can continue to be fascinated by our surroundings and new people and always seek knowledge about what’s around us.
P.S.: Also, just if you’re curious, according to the Spelke lab here are some of the things that babies know, generally before the age of 1:
They know what an object is. They know that objects can’t go through solid boundaries or occupy the same position as other objects, and that objects generally travel through space in a continuous trajectory.
Babies can estimate quantities and distinguish between more and less. They also can perform a kind of addition and subtraction, anticipating the relative abundance of groups of dots that are being pushed together or pulled apart.
Infants and toddlers use geometric clues to orient themselves in three-dimensional space, navigate through rooms and locate hidden treasures.
For cleaner cells, work up a sweat. Image via Wikipedia
We joke about getting the cobwebs out of our brain, but it turns out there really is some truth to that. And one of the best ways to give our bodies a thorough spring (or winter, or fall…) cleaning, is not through cleansing diets or saunas, but exercise! It’s beneficial on so many levels, including making you cleaner and a better environment for yourself down to the cellular level!
It’s long been known that cells accumulate flotsam from the wear and tear of everyday living. Broken or misshapen proteins, shreds of cellular membranes, invasive viruses or bacteria, and worn-out, broken-down cellular components, like aged mitochondria, the tiny organelles within cells that produce energy, form a kind of trash heap inside the cell.
In most instances, cells diligently sweep away this debris. They even recycle it for fuel. Through a process with the expressive name of autophagy, or “self-eating,” cells create specialized membranes that engulf junk in the cell’s cytoplasm and carry it to a part of the cell known as the lysosome, where the trash is broken apart and then burned by the cell for energy.
Without this efficient system, cells could become choked with trash and malfunction or die. In recent years, some scientists have begun to suspect that faulty autophagy mechanisms contribute to the development of a range of diseases, including diabetes, muscular dystrophy, Alzheimer’s and cancer. The slowing of autophagy as we reach middle age is also believed to play a role in aging.
Meditation helps people stay on task and reduce stress. Image by plemeljr via Flickr
Thanksgiving and the Black Friday rush are behind us, but for many it is just the beginning of a crazy month. How to destress from last week’s trials and tribulations (and sales) and stay focused on this month’s tasks, including work? Meditation:
The brains of experienced meditators appear to be fitter, more disciplined and more “on task” than do the brains of those trying out meditation for the first time. And the differences between the two groups are evident not only during meditation, when brain scans detect a pattern of better control over the wandering mind among experienced meditators, but when the mind is allowed to wander freely.
Those insights emerge from a study to be published next week in the Proceedings of the National Academy of Sciences, which looked at two groups: highly experienced meditators and meditation novices, and compared the operations of the “Default Mode Network” — a newly identified cluster of brain regions that go to work when our brains appear to be “offline.”
“I think its safe to say this is brain-training at work,” says Yale University psychiatrist Judson Brewer, who conducted the study with psychologists from Yale, the University of Oregon and Columbia University. “It makes sense,” adds Brewer. “Anything you train to do, you do better.”
In fact, some studies have found that too much daydreaming or getting off task can have negative effects:
Now truth be told, I am not that great at sitting still and clearing my mind. In fact none of us are. But, even attempting to clear one’s mind for 30 seconds at a time has been found to be truly beneficial. Just focusing on one’s breathing for two or three rounds of breathing in and out has been shown to be calming and rejuvenating.
If sitting still is not your thing, stretching, walking or running are also good ways to clear your mind, and they provided the added benefit of exercise.
Remember to breath deep this holiday season! It will improve your mood and overall ability to handle tense situations in any environment, from shopping to grandma to bad weather.
A couple of years ago I taught a course on digital storytelling to a group of middle schoolers. In preparation for the course, I remember arguing why this method of teaching was important in that it allowed students who were visual learners to be able to learn how to tell a story in a visual way, and auditory learners could listen to the story archs out loud. Now, some research is finding that people AREN’T in fact visual or auditory learners.
Several psychologists say education could use some “evidence-based” teaching techniques, not unlike the way doctors try to use “evidence-based medicine.”
Psychologist Dan Willingham at the University of Virginia, who studies how our brains learn, says teachers should not tailor instruction to different kinds of learners. He says we’re on more equal footing than we may think when it comes to how our brains learn. And it’s a mistake to assume students will respond and remember information better depending on how it’s presented.
For example, if a teacher believes a student to be a visual learner, he or she might introduce the concept of addition using pictures or groups of objects, assuming that child will learn better with the pictures than by simply “listening” to a lesson about addition.
In fact, an entire industry has sprouted based on learning styles. There are workshops for teachers, products targeted at different learning styles and some schools that even evaluate students based on this theory.
I disagree with the idea that people’s brains are all uniform and work the same; we have all had the experience of having to explain the same thing in three different ways so three different people get the concept. And the researchers acknowledge we all have strengths and weaknesses. But I appreciate the idea of using evidence-based learning and variety, since they both make learning fun and easier to retain the information. If I ever get to teach that course again, I may instead argue that digital storytelling is beneficial for it’s hands-on, evidence and experiential based learning methods.
Playing with Flashcards as a kid could give you a step up in your future. Cover of Numbers (Step Ahead)
I’m crunching numbers this morning, and after reading this I wish I’d paid more attention to Math in first grade; at least I got to study addition twice thanks to moving to a new school half way through the school year!
A long-term psychology study indicates that beginning first graders that understand numbers, the quantities those numbers represent, and low-level arithmetic will have better success in learning mathematics through the end of fifth grade, and other studies suggest throughout the rest of their lives.
“Math is critical for success in many fields, and the United States is not doing a great job of teaching math,” said David Geary, Curator’s Professor of Psychological Sciences. “Once students fall behind, it’s almost impossible to get them back on track. We wanted to identify the beginning of school knowledge needed to learn math over the next five years. We found that understanding numbers and quantity is a necessary foundation for success as the student progresses to more complex math topics. In order to improve basic instruction, we have to know what to instruct.
I also remember loving Math until about middle school when I had the Algebra teacher from hell! What are your Math memories? Are they good, traumatic, mediocre? Share in the comments.
Mental Flowers 